MANCHESTER BOARD OF EDUCATION REGULAR MEETING ...

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Sep 12, 2016 - Master of Science in Education degree at University of New Haven. Ms. Kesser ...... The district will inc
  

 

MANCHESTER BOARD OF EDUCATION REGULAR MEETING MONDAY, SEPTEMBER 12, 2016 Lincoln Center Policy Committee Mtg. Board of Education Meeting A.

B.

C.

5:30 P.M. – Director’s Rm 7:00 P.M. – Hearing Rm

OPENING 1) Call to order 2) Pledge of Allegiance 3) Action to fill Board Member Vacancy 4) Mr. Joseph Camposeo, Town Clerk – Swearing in of New Board Member – Mr. Ranon Caldwell 5) Board of Education Minutes 8-29-16

A–5

COMMITTEE REPORTS – 1) Personnel & Finance Committee Meeting Minutes 8-29-16

B–1

CONSENT CALENDAR 1) Personnel Information 2) Transfer of Funds 3) Permission to revise the Authorized Signatures Change Form from the Connecticut State Department of Education Bureau of Health/Nutrition, Family Services and Adult Education for the ED-099 Agreement for Child Nutrition Programs 4) Establish an increase in appropriation for FY16-18 for the final grant award amount of $2,619, under the Individuals with Disabilities Education Improvement Act (IDEA) 619 grant, bringing the total grant award to $66,922 5) Establish an increase in appropriation for FY16-18 for the final grant award amount of $68,201, under the Individuals with Disabilities Education Improvement Act (IDEA) 611 grant, bringing the total grant award to $1,742,703 6) Updated signatures on bank accounts including Illing Middle School, Food and Nutrition Services, Manchester High School, Student Activity and Manchester Adult Continuing Education with United Bank

C–1 C–2 C–3

C–4

C–5

C–6

D.

REPORT FROM STUDENT REPRESENTATIVE - None Shania Stanton and Nabila Hoor Un Ein

E.

PUBLIC COMMENTS (any item before the board)

F.

SUPERINTENDENT’S REPORT 1) Update on Smarter Balance Results – Dr. Amy Radikas, Deputy Superintendent for F – 1 Curriculum and Special Services 2) Introduction of New Administrators – Mr. Matthew Geary, Superintendent of Schools 3) Update on Talent Development – Ms. Vonetta Romeo-Rivers, Director of Talent F–2 Development

 

  

 

G.

UNFINISHED BUSINESS – Policy Recommendation: The Policy Committee submits to the full Board its recommended revision for a second reading and approval in accordance with its policy on policy changes: Policy Revisions: 1) Policy 1121 - Communication with Public and Media 2) Policy 5141.4 – Student Wellness Policy

H.

NEW BUSINESS – None

I.

PUBLIC COMMENTS (comments limited to items on tonight’s agenda)

J.

COMMUNICATIONS - None

K.

ITEMS FOR FUTURE AGENDAS

L.

ADJOURNMENT

G–1 G–2

Welcome to the Manchester Board of Education meeting. Observers are always welcome. The following instructions are to assist those who wish to speak during the Public Comment session(s): 1) 2) 3) 4) 5) 6) 7)

 

Print your name and address on the sign-in sheet at the podium for accurate record keeping. State your name and address for the record. Students state name only. First Session: Three minute time limit for any item that may come before the Board. Listen for the bell. Second Session: Comments must be limited to items on the Board’s agenda for this meeting. The Board Chair has the discretion to limit comment time. Written statements may be substituted for Board members if time runs out for speaker. Immediate replies to questions/concerns should not be expected (Board Chair/Superintendent’s discretion). Inappropriate topics: Confidential information, personal issues and legal concerns. Please avoid derogatory and profane language. Board of Education Policy #1220.

C–1 PERSONNEL ACTION APPOINTMENTS Dewan Davis to be a School Social Worker at Verplanck Elementary School. Mr. Davis received a Master of Social Work degree at Springfield College. Mr. Davis resides in Bristol. It is recommended that his appointment be approved effective September 19, 2016 (MA/Step 1, $49,280). Judith Friedman to be a PreKindergarten teacher at the Manchester Preschool Center. Ms. Friedman received a Master of Arts in Early Childhood and Special Education degree. Ms. Friedman resides in West Hartford. It is recommended that her appointment be approved effective September 2, 2016 (MA/Step 4, $54,950). Erin Keser to be a Grade 4 teacher at Verplanck Elementary School. Ms. Keser received a Master of Science in Education degree at University of New Haven. Ms. Kesser resides in Portland. It is recommended that her appointment be approved effective August 29, 2016 (MA/Step 1, $49,280). Catherine Scheideman to be a .3 FTE Music teacher at Buckley Elementary School. Ms. Scheideman received a Master of Music in Music Education degree at State University of New York, College at Potsdam. Ms. Scheideman resides in Coventry. It is recommended that her appointment be approved effective August 30, 2016 (MA/Step 2, $15,307.50). RESIGNATIONS Vincenza Paluso, Grade 6 teacher at Bennet Academy has submitted a letter of resignation for personal reasons effective the end of business on September 2, 2016. Ms. Paluso has been with Manchester Public Schools since January 2, 2013. It is recommended that her request be approved. Stephen Trojan, Grade 3 teacher at Keeney Street Elementary School has submitted a letter of resignation for personal reasons effective the end of business on August 26, 2016. Mr. Trojan has been with Manchester Public Schools since January 4, 2016. It is recommended that his request be approved.

September 12, 2016

Manchester’s  Smarter Balanced,  CMT and CAPT Data 2016 Manchester Public Schools

F‐1

Overview of  Manchester’s  Smarter Balanced District Data Manchester Public Schools

① Does Not Meet the Achievement Level Smarter  Balanced  Achievement  Levels

② Approaching the Achievement Level ③ Meets the Achievement Level ④ Exceeds the Achievement Level

Manchester Public Schools

Smarter Balanced ‐ %  Students Meets/Exceeds  Standards ELA – District ‐ Population

Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Total Students  Exceeds Tested 2015* 2016 2015* 2016 398 477 1347 1352 562 588 1266 1282 131 167 577 595 182 215 726 747 510 520 979 974 86 95 189 184 373 468 1574 1593 587 597 1039 1041 11 11 322 320 949 1054 2291 2314 9 17 137 141 951 1048 2476 2493 960 1065 2613 2634

Manchester Public Schools

*Recalculated ELA, CAT only 2015

Smarter Balanced ‐ %  Students Meets/Exceeds  Standards ELA – District – Population – Grade 3

Grade  Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Total Students  Exceeds Tested 2015* 2016 2015* 2016 82 98 244 256 101 105 221 259 22 33 94 118 37 42 137 143 99 88 173 177 15 26 36 51 65 84 269 313 118 119 196 202 1 1 39 44 182 202 426 471 3 10 26 43 180 193 439 472 183 203 465 515

Manchester Public Schools

*Recalculated ELA, CAT only 2015

Smarter Balanced ‐ %  Students Meets/Exceeds  Standards ELA – District – Population – Grade 4

Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Total Students  Exceeds Tested 2015* 2016 2015* 2016 79 80 260 245 99 99 222 221 26 18 107 99 28 43 123 143 98 94 183 172 21 13 40 31 66 77 292 280 112 102 190 186 2 2 61 50 176 177 421 416 1 1 21 23 177 178 461 443 178 179 482 466

Manchester Public Schools

*Recalculated ELA, CAT only 2015

Smarter Balanced ‐ %  Students Meets/Exceeds  Standards ELA – District – Population – Grade 5

Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Total Students  Exceeds Tested 2015* 2016 2015* 2016 66 98 236 260 104 117 239 216 26 37 107 99 37 40 141 128 85 106 172 185 14 21 32 37 68 107 283 290 102 108 192 186 2 5 58 68 168 210 417 408 3 3 26 21 167 212 449 455 170 215 475 476

Manchester Public Schools

*Recalculated ELA, CAT only 2015

Smarter Balanced ‐ %  Students Meets/Exceeds  Standards ELA – District – Population – Grade 6

Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Total Students  Exceeds Tested 2015* 2016 2015* 2016 57 61 209 203 94 98 204 212 15 25 91 93 27 31 103 122 89 79 171 158 11 12 28 21 50 68 247 241 101 91 166 174 3 0 69 47 148 159 344 368 1 0 25 15 150 159 388 400 151 159 413 415

Manchester Public Schools

*Recalculated ELA, CAT only 2015

Smarter Balanced ‐ %  Students Meets/Exceeds  Standards ELA – District – Population – Grade 7

Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Total Students  Exceeds Tested 2015* 2016 2015* 2016 67 68 180 204 74 96 175 200 28 22 90 90 25 27 100 107 69 90 125 164 11 14 21 23 63 63 232 238 78 101 123 166 0 3 49 64 141 161 306 340 1 2 16 21 140 162 339 383 141 164 355 404

Manchester Public Schools

*Recalculated ELA, CAT only 2015

Smarter Balanced ‐ %  Students Meets/Exceeds  Standards ELA – District – Population – Grade 8

Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Total Students  Exceeds Tested 2015* 2016 2015* 2016 47 72 218 184 90 73 205 174 14 32 88 96 28 32 122 104 70 63 155 118 14 9 32 21 61 69 251 231 76 76 172 127 3 0 46 47 134 145 377 311 0 1 23 18 137 144 400 340 137 145 423 358

Manchester Public Schools

*Recalculated ELA, CAT only 2015

Smarter Balanced ‐ %  Students Meets/Exceeds  Standards Math – District ‐ Population

Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Total Students  Exceeds Tested 2015 2016 2015 2016 368 413 1342 1349 371 370 1261 1281 82 94 573 594 117 130 724 745 412 429 976 974 85 86 186 183 247 300 1472 1590 492 483 1131 1040 7 7 316 318 732 776 2287 2312 14 18 142 141 725 765 2461 2489 739 783 2603 2630

Manchester Public Schools

Smarter Balanced ‐ %  Students Meets/Exceeds  Standards Math – District – Population – Grade 3

Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Total Students  Exceeds Tested 2015 2016 2015 2016 92 112 246 255 85 98 220 259 21 37 95 118 34 41 136 143 92 96 174 177 18 26 34 50 60 89 255 313 117 121 211 201 2 2 39 44 175 208 427 470 5 12 26 43 172 198 440 471 177 210 466 514

Manchester Public Schools

Smarter Balanced ‐ %  Students Meets/Exceeds  Standards Math – District – Population – Grade 4

Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Total Students  Exceeds Tested 2015 2016 2015 2016 78 83 260 245 64 62 221 221 15 18 104 99 21 26 125 143 80 79 182 172 19 14 41 31 46 56 279 280 96 89 202 186 2 1 61 50 140 144 420 416 3 4 25 23 139 141 456 443 142 145 481 466

Manchester Public Schools

Smarter Balanced ‐ %  Students Meets/Exceeds  Standards Math – District – Population – Grade 5

Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Total Students  Exceeds Tested 2015 2016 2015 2016 55 73 234 260 66 53 236 216 14 8 105 99 23 18 139 128 62 76 172 185 15 16 31 37 42 41 259 290 79 85 211 186 1 3 55 68 120 123 415 408 4 0 26 21 117 126 444 455 121 126 470 476

Manchester Public Schools

Smarter Balanced ‐ %  Students Meets/Exceeds  Standards Math – District – Population – Grade 6

Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Total Students  Exceeds Tested 2015 2016 2015 2016 56 58 207 202 61 72 205 212 10 14 91 93 11 21 102 121 77 76 171 158 12 12 28 21 29 53 227 240 88 77 185 174 0 0 67 46 117 130 345 368 1 0 25 15 116 130 387 399 117 130 412 414

Manchester Public Schools

Smarter Balanced ‐ %  Students Meets/Exceeds  Standards Math – District – Population  Grade 7

Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Total Students  Exceeds Tested 2015 2016 2015 2016 49 48 181 205 40 54 175 200 17 8 90 91 13 14 101 107 49 62 125 164 7 9 21 23 35 32 225 239 54 70 131 166 0 1 51 65 89 101 305 340 1 1 17 21 88 101 339 384 89 102 356 405

Manchester Public Schools

Smarter Balanced ‐ %  Students Meets/Exceeds  Standards Math – District – Population – Grade 8

Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Total Students  Exceeds Tested 2015 2016 2015 2016 38 39 214 182 55 31 204 173 5 9 88 94 15 10 121 103 52 40 152 118 14 9 31 21 35 29 227 228 58 41 191 127 2 0 43 45 91 70 375 310 0 1 23 18 93 69 395 337 93 70 418 355

Manchester Public Schools

An Example of  School Data Manchester Public Schools

Manchester Public Schools

Smarter Balanced ‐ %  Students at Meets or  Exceeds Standards MATH – Bowers – Grade 4

Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Total Students  Exceeds Tested 2015 2016 2015 2016 6 14 38 35 12 9 28 27 2 1 11 8 2 3 17 21 12 15 32 28 1 1 1 2 3 4 35 24 15 19 31 38 0 0 9 6 18 23 57 56 0 0 1 3 18 23 65 59 142 145 481 466

Manchester Public Schools

Smarter Balanced Results by School

Manchester Public Schools

Smarter  Balanced by  Bowers Buckley Highland Park Keeney Martin Robertson Verplanck Waddell Washington Bennet Illing

2016 ELA % Meets/  # Tested Exceeds 201 44% 152 59% 136 50% 153 48% 130 40% 146 45% 186 26% 161 40% 186 25% 420 38% 751 41%

2015 ELA* % Meets/  # Tested Exceeds 203 44% 160 54% 137 46% 143 41% 131 38% 145 36% 188 24% 147 38% 169 18% 411 37% 767 36%

2016 Math % Meets/  # Tested Exceeds 201 35% 151 56% 136 40% 153 37% 130 29% 146 43% 185 16% 161 29% 187 20% 419 31% 749 23%

2015 Math % Meets/  # Tested Exceeds 200 33% 161 50% 137 45% 144 35% 130 34% 138 26% 186 16% 151 34% 169 12% 412 28% 762 24%

*Recalculated ELA, CAT only 2015

Overview of  Manchester’s  CMT Data Manchester Public Schools

CMT ‐ % Students  At or Above Goal Science – Grade 5 Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Exceeds Total Students Tested 2014 2015 2016 2014 2015 2016 119 90 107 253 230 255 101 120 105 223 237 214 28 28 25 114 104 98 32 44 35 108 136 125 126 105 117 193 171 182 24 20 23 39 31 37 85 80 95 280 256 285 135 130 117 196 211 184 7 2 9 67 53 64 213 208 203 409 414 405 1 8 3 27 26 21 219 202 209 449 441 448 220 210 212 476 467 469

Manchester Public Schools

CMT ‐ % Students  At or Above Goal Science – Grade 8 Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Exceeds Total Students Tested 2014 2015 2016 2014 2015 2016 86 83 89 218 221 188 81 100 69 171 211 177 16 20 29 87 94 96 21 38 34 94 125 106 110 98 74 165 160 123 12 16 11 30 33 21 81 78 71 247 265 240 86 105 87 142 167 125 8 3 0 56 49 49 159 180 158 333 383 316 1 0 2 25 23 17 166 183 156 364 409 348 167 183 158 389 432 365

Manchester Public Schools

CAPT ‐ % Students  At or Above Goal Science – Grade 10 Male Female Black Hispanic White Asian F/R Meals Not F/R Meals Special Ed Not Special Ed ELL Not ELL District

# Students Meets/  Exceeds Total Students Tested 2014 2015 2016 2014 2015 2016 51 39 42 187 144 198 42 53 58 188 210 176 8 10 6 80 74 78 7 11 10 104 83 89 65 57 71 155 156 160 11 10 11 23 25 33 30 32 39 218 198 200 63 60 61 157 156 174 0 3 2 35 39 43 93 89 98 340 315 331 0 0 1 19 16 19 93 92 99 356 338 355 93 92 100 375 354 374

Manchester Public Schools

CMT/CAPT

CMT/CAPT Results by School

Manchester Public Schools

Bowers Buckley Highland Park Keeney Martin Robertson Verplanck Waddell Washington Illing MHS

2016 % Meets/  # Tested Exceeds 70 39% 64 67% 42 74% 49 31% 38 39% 44 43% 57 42% 51 55% 50 20% 354 45% 352 28%

2015 % Meets/  # Tested Exceeds 70 50% 52 73% 46 52% 49 41% 49 45% 40 33% 59 37% 46 54% 55 20% 416 44% 354 26%

2014 % Meets/  # Tested Exceeds 66 42% 44 77% 42 69% 66 58% 47 47% 43 33% 43 30% 59 49% 62 19% 383 44% 375 25%

①Curriculum & Resources (Science) ①Varied Opportunities for Learning Areas  of  Work

②Professional Learning ③Assessment & Data

Manchester Public Schools

Curriculum  and Resources

Manchester Public Schools

GOAL:   Implementation of instruction  aligned with all current standards. Next Generation Science Standards  (Nextgen)  Guaranteed experiences, common  performance tasks and consistent  resources district‐wide.

Curriculum  and Resources

Manchester Public Schools

Consistent approaches PK‐5 Coaching PK‐12 Unit planner to lessons Lit Life  Math Life  Parents as assets and partners

Varied  Opportunities  for Learning

Manchester Public Schools

GOAL: Allowing students to “discover”  learning with peers as teacher  facilitates with questioning and  engagement

Varied  Opportunities  for Learning

Manchester Public Schools

PK and K transition work K Play Investigation & Discovery (grade 1) Project SPARK Robotics – grade 5 MELC 2.0

18 specialists K‐5 (2 per building) Science coach grades 6‐8 Shared experiences/curricular units STEM Specialists Science, Technology,  Engineering and Math

Manchester Public Schools

Building non‐fiction libraries Next Generation Science Standards

EL Services English Learners

Manchester Public Schools

EL tutors part of PD opportunities Assignments based on need  Language Assessment Scale (LAS)  data and strategies CT. English Language Proficiency  standards (CELP) 

Professional  Learning Communities PLCs

Manchester Public Schools

GOAL: Individuals collaborate and combine  their individual strengths to achieve  more than they could alone. Use of student data – examples  provided.

Assessment  and Data

Manchester Public Schools

GOAL:   Use of data and a data management  process for analysis of student  achievement progress, attendance,  and behavioral data to monitor  outcomes and revise systems and  delivery of instruction. 

District Improvement Plan/Team Full Data Dashboard School Improvement Teams (SIT) Meetings 3x/year with each building  administrator

Assessment  and Data

Manchester Public Schools

Use of resources Chronic Absenteeism (K‐2)

Questions  and  Discussion

Manchester Public Schools

37

F-2

Office of Performance, Evaluation & Talent Development

2015 - 2016 End of Year Summary Report Vonetta Romeo-Rivers, Director

Summary Data Includes:

➢Recruitment & Hiring Overview ➢Diversity is Diverse ➢Building From Within ➢Investing in Our New Teachers ➢TEAM ➢Investing in Our Administrators ➢Talent Office in Service to Schools ➢University Partnerships ➢Give Me a Hi5! ➢Employee Wellness

A Few Smiles From Some Of Our Newly Hired Talent!

Savannah Smith of Bowers Elementary is the face of our 2015- 2016 We Believe Recruitment Brochure. The Work At MPS Webpage Launched on 4-5-16 and thus far the recruitment video has been viewed 457 times. Come Shine With Us!

Signing A Contract With Manchester Public Schools It Really Is A Collaborative Effort… Building principals convene interview committees with anywhere from 5 to 8 staff members who represent a crosssection of leaders within the building. It is not uncommon to also find members of the central office Teaching & Learning and Pupil Services departments participating at the building level interview.

MPS Has Hired 71 Faculty Members from Jan. 1st - Sept. 1st, 2016 Pipelines to MPS:

Self-Reported Ethnicity in Applitrack:

Diversity is Diverse It is time for parents to teach young people early on that in diversity there is beauty and there is strength. ~Maya Angelou As we make every attempt to diversify our faculty and staff so that adults reflect the demographics of our students, we can also incorporate other components of diversity in our search for new hires: ❏ ❏ ❏ ❏ ❏



Length of teaching experience: Does a school have a more seasoned or novice faculty, PLC membership, Grade-Level Teams? Would candidates need a TEAM mentor or can they be a TEAM mentor? Teacher Prep Program: Is there an intentional mix of different state universities, private universities, graduate and undergraduate degree completions? In-State vs Out-of-State: Geographical, societal perspectives broaden our perspective Gender: Race: Census options: White, Black/African-American, American Indian/Alaska Native, Asian, Native Hawaiian/Other Pacific Islander. NB: people who identify their origin as Hispanic, Latino, or Spanish may be of any race. Ethnicity: A group of people who have distinctive cultural, religious, language, social customs and background in common.

Diversity : the art of thinking independently together. ~Malcolm Stevenson Forbes

Manchester’s 7 Components of Diversity (Data Reflects Current Hiring Season)

Collaboration is one of our four tenets in Manchester and true collaboration cannot take place in a homogeneous environment. When our leadership team considered diversity this hiring season, we considered: ❏ Undergraduate In-State Teacher Preparation (54%) vs Out-of-State Undergraduate (19%) ❏ Graduate Degrees (83%) vs Bachelor’s Degrees (17%) ❏ Out of State Teaching Experience 21% ❏ Connecticut State Universities (61%) vs Private Universities (39%) ❏ Length of Teaching Experience



< 5 Years 73%

■ 5 - 9 Years 18%

Building From Within

Our goal is to provide early opportunities for engagement in school settings that lead to pursuits in careers in education.

MCC Link NoonAide Program

2015 and 2016 MHS graduates who attend MCC can apply to be Noon-Aides at our elementary schools. They need to be enrolled at least halftime and can get up to 6 credits reimbursed, in addition to $10.10 an hour for 15 - 20 hour work week. Parent outreach was also a component of recruitment. Candidates are interviewed, selected and referred to principals for hire. In the 20152016 SY, 11 students applied, 10 were hired, and 4 students received tuition reimbursement. They also received training in the Social Thinking curriculum from Christa Perkins. In our second year of the program, 11 students have applied, 7 have been hired and we currently have 16 active MCC Link Noon-Aides throughout our elementary schools.

Stronger Together School Diversity Act 2016

Our goal is to support 3-5 non-certified minority staff members with their attainment of CT certification, through tuition assistance and academic aid. ❏ ❏

❏ ❏

Senator Chris Murphy Introduced the bill in July, 2016. It supports the development and expansion of new and existing community-driven strategies to increase diversity in American schools. The Bill supports school district recruitment, hiring, and training new teachers. Authorizes $120 million to provide planning and implementation grants to support voluntary local efforts to increase socioeconomic and racial diversity in schools.

Investing In Our New Teachers Transitioning from Orientation to Induction ❖ Two-Day New Faculty Orientation August 24th and 25th: Both days anchored in a presentation by Superintendent Geary, with workshops and presentations on Social Thinking, PLCs, the Workshop Model, supporting the English Language Learner, Social Responsibilities, the Google platform, TEAM programming, Special Education service delivery, and Fostering Strong Family/Community Partnerships. ❖ TEAM Program Expansion: ❏ Year 1: Assigned Mentor, four workshops, non-evaluative classroom observations and debriefs by Director of PET&D *, cohort feedback meeting with Superintendent* ❏ Year 2: Assigned Mentor, four workshops a year* ❏ Year 3: Coffee Chats with a building buddy of their choice*, selection of a professional or self-help book from Barnes & Noble* ❖ Building-based supports, including PLC instructional coaches, principal-directed PD.

membership,

numeracy,

literacy

and

* New support component

2015 - 2016 MPS TEAM Statistics Mentees

Mentors & Reviewers

Year 1 Teachers = 49

Total Active Mentors = 153

Year 2 Teachers = 33

Newly Trained in 15-16 = 20

TEAM Complete in June = 27

Re-certified Mentors in 15-16 = 36

(5 teachers hired mid-year will complete in Fall 2016, 1 teacher has left the district.)

# of Modules Submitted by Manchester Yr 1 and Yr 2 Teachers = 167 # of Modules Scored by Manchester Reviewers = 313

Investing In Our Administrators Leadership, Reflection, and Collaborative Practices ❖ ❖ ❖ ❖ ❖ ❖ ❖

Executive Coaching Sessions (Individual and Group) by Future Management Systems WPI Elementary Community of Practice Cohort Sessions with Center for School Change Instructional and Technical Supports with David Cormier, Allison Zmuda, Bena Kallick Monthly Principal Pause Days 1 on 1 Meetings with Principals to support recruitment, evaluation practices and feedback Annual Non-Tenure Teacher Reviews with building administrators and central office leadership team. ❖ Professional Readings (full texts or excerpts from The Advantage, How Full Is Your Bucket, The Principal, Leadership and Teams, Dare To Serve, Restorative Discipline For Schools, Rising Strong, Overcoming The Five Dysfunctions OF A Team).

The Talent Development Office in Service to Schools ❏ Non-Evaluative Classroom Visits and Feedback for Year 1 TEAM Teachers. ❏ One-on-One Meetings with Every Principal Regarding Hiring Needs. ❏ 3-Day Turnaround for Final Central Office Interviews Once Recommendations to Hire are Submitted by Principal. ❏ Direct Feedback Coaching, Calibration, and Support for Evaluators on TEVAL. ❏ Feedback Surveys Administered to TEAM Mentees/Mentors, Faculty & Admins, and University Partners to

❏ 94.1% of Year 1 TEAM Teachers who Indicated The Feedback From Classroom Visits were ‘Helpful’ or ‘Very Helpful’. ❏ 94.7% of Evaluators who Indicated They Were More Confident Providing Written Feedback to Teachers After Direct Feedback Coaching. ❏ 89.5% of Evaluators who Indicated They Were More Confident Providing In-Person Feedback to Teachers After Direct Feedback Coaching. ❏ 97% of vacant teaching positions filled by the first day of school!

University Partnerships

Clinical Placements: 1-2 days a week or 6 hours a week Pre-Student Teaching: The semester before student teaching, Senior Yr. at select universities.

Can I Get A Hi5? We’ve had a second successful year with our Hi5 Employee Recognition Program. All staff members can recognize another for exhibiting our four core pillars: Creativity, Courage, Collaboration and Excellence.

2015 - 2016 Nominations: 1,798 Courage - 116 Creativity - 168 Excellence - 477 Collaboration - 1,037

MPS Is A Healthy Place To Be!

G-1 Community Relations 1121   Communication with the Public and Media   Responsibilities of Board Members and School Personnel  New avenues should constantly be sought to improve relations and communications with all segments of the  community and to expand such efforts with audiences not presently engaged. In Board matters requiring public  reactions, an effort should be made to include staff, parents, and students.   School Board members are encouraged to become familiar with the entire Manchester Public School community. In order  to  establish  and  maintain  connections  and  communication  links  with  students,  parents,  families,  teachers,  and  school  community members, individual school board members are assigned certain schools where they can serve as a liaison. School Liaison Protocols  ● ●



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A liaison shall be assigned to each school.  Each school liaison is responsible for familiarizing him/herself with the school's program, principal, and parents  and for providing information on School Board proposals so that the school community can successfully bring its  needs and concerns to the attention of either the Superintendent or the School Board.  School liaisons will attend one school event in the fall (Open House, PTA or Parent Council meeting); one school  event (fundraiser, concert, athletic or extracurricular event) in the winter; and one event (reading in schools,  field day, promotion or graduation ceremony) in the spring.   When possible, school liaisons will visit the school while class is in session at least twice per year.   School liaisons will make every effort (in person or by phone or email) to welcome every family that is new to  the school (either individually or in groups).  The school liaison does not serve as a direct advocate for the school/program on issues.  The school liaison does not involve her/himself in administrative/operational matters but instead refers  concerns to the appropriate staff. 

 For each designated school, the liaison shall: ●

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provide information to individuals/groups (e.g. PTA, civic associations) on how best to communicate to the  Superintendent or full School Board specific needs/concerns, acknowledging that all operational matters should  be routinely referred to appropriate staff or the Superintendent;  keep Board Members and the Superintendent informed of concerns or issues that may develop at the school  over the course of the year;  provide information to individuals/groups on upcoming issues that may impact the school/community;  return citizen phone calls made to the School Board office or to the member's home regarding that particular  school/community; 

All school personnel and Board members are encouraged to be informed on Board of Education policy, school policies,  and programs in order that they may better advance public understanding of the schools. Board members are reminded  that they have no individual authority unless the Board of Education is in session.   News Media and Public Relationships   

G-1 Schools are public institutions serving the educational needs of the community. Therefore, it is important that  information be disseminated concerning programs, activities, and significant school events. In matters regarding the  dissemination of information, it is the responsibility of each Board member, as well as each employee of the district, to  exercise care when answering questions about the public schools. All school personnel should answer questions only  when they have full and complete understanding of the point about which they have been asked. If the employee or  Board member is not prepared to answer accurately and fully, he/she should refer the inquirer to a staff member who  would have the appropriate information. To ensure that this publicity be given wide coverage and coordinated with a common effort and purpose, the following  procedures shall be followed with the news media:   1. News releases of a system‐wide nature, or which pertain to established school system policy, are the responsibility of  the Superintendent and will be issued through his/her office.  2. News releases, which are of concern to only one school or to an organization of one school, are the responsibility of  the respective building principal. 3. The Director of Communications shall advise on all district communications including news releases. The Board recognizes that members of the public have the right to tape‐record any meeting of the Board of Education and  there is no requirement that any person making such a recording ask permission or notify the board. However, any person  recording the proceedings is required to handle such activities as inconspicuously as possible and in such manner as not  to disturb the proceedings of the public agency.   Board  meetings  to  which  the  public  has  access  may  be  photographed,  broadcast,  or  recorded  for  broadcast  by  any  newspaper, radio broadcasting company, or television broadcasting company, subject to the following guidelines:   1. News media personnel who intend to photograph, broadcast, or record for broadcast the proceedings of any public  meeting of the Board of Education shall provide appropriate identification, if requested, to the Superintendent of Schools,  prior to said meeting of the Board.   2. Only news media personnel employed by a newspaper, radio, or television broadcasting company, or personnel of a  recognized student news  medium assigned to  cover the proceedings of a Board of Education public meeting, shall  be  permitted to photograph, broadcast, or record for broadcast, such proceedings.   3.  Any  photographer,  broadcaster,  or  news  journalist  authorized  by  an  employer,  or  a  student  news  medium,  may  photograph, broadcast, or record for broadcast, proceedings at a public meeting of the Board of Education. Any personnel  associated  with  said  photographer,  broadcaster,  journalist,  or  student,  shall  photograph,  broadcast,  or  record  for  broadcast  proceedings  of  said  meeting  as  inconspicuously  as  possible  and  in  a  manner  that  will  not  disturb  the  proceedings.   4. If, in the judgment of the Chairperson of the Board of Education, the presence of any photographer, broadcaster, news  journalist, or student at a Board meeting, causes such disruption that the orderly conduct of the public business becomes  not feasible, access by these individuals may be limited to the extent necessary to remove disruption.

Legal Reference: Connecticut General Statutes  1‐226 Recording, broadcasting, or photographing meetings. 

G-1 Policy adopted: December 8, 1975  Revised: September, 2016

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SCHOOL WELLNESS POLICY   

Statement   

The Manchester School District is committed to establishing a healthy learning environment that positively influences students’ general well-being, eating behaviors, physical capacity and learning ability to succeed academically. This commitment will provide all of the Manchester’s students with the ability to participate fully in the educational process and to develop lifelong healthy habits. A learning environment that fosters wellness and good nutrition will be promoted for all students and the district will provide students with a variety of opportunities for daily physical activity and help children and adolescents become more physically active and fit. By facilitating learning through the support and promotion of good nutrition and physical activity, student achievement is enhanced. Improved health optimizes student performance potential and ensures that all children have the opportunity to excel.       

It is the goal of the Manchester School District to promote the students’ physical, emotional, and social well-being through a coordinated and comprehensive school health program. This includes providing a healthy physical and psychological environment, school nurse services, nutritious school meals, health education, Family and Consumer Science education and opportunities for physical education and activity. It is the intent of this policy to enable students to become independent and self-directed learners by taking initiative to meet their own health  and nutritional needs as is developmentally and individually appropriate.       

Legal References:   

Child Nutrition & WIC Reauthorization Act of 2004, Pub .L. 108-265 & 204  Child Nutrition Act & 10(a)-(b), codified at 42 U.S.C. & 1766   

Richard R. Russell National School Lunch Act & 9(f)(1) and 17(a) codified at 42 U.S.C. & 1758 and 42 U.S.C., & 1766.   

Section 204 of the Healthy, Hunger-Free Kids Act of 2010 (the Act), Public Law 111-296, added Section 9A to the Richard B. Russell National School Lunch Act (NSLA) (42 U.S.C. 1758b), Local School Wellness Policy Implementation. The provisions set forth in Section 204 expand upon the previous local wellness policy requirement from the Child Nutrition and Special Supplemental Nutrition Program for Woman, Infants and Children (WIC) Reauthorization Act of  2004 (Public Law 108-265).       

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Adopted: May 22, 2006  Revised: February 27, 2012  Revised: November 13, 2013     

SCHOOL WELLNESS POLICY Administrative Guidelines  The Manchester School District will implement the following actions with the goal of providing sound nutrition and health practices for students.   

The Manchester School District will maintain a standing School Wellness committee that will meet biannually. The members will include but not be limited to Assistant Superintendent of Schools – (Chair), parents, students, Food Service Director, Physical Education and Health Curriculum Coordinators, School Health Services Coordinator, a representative from the Town Health and Recreation Departments, Board of Education member, teacher(s), administrator(s). All stakeholders will participate in the implementation and periodic review of the Wellness Policy.   

The Manchester School District will adapt and implement the 9-5-2-1-0 Health Initiative, which is a product of the Northern Virginia Healthy Kids Coalition adapted by Eastern Highland Health District (EHHD) and used by permission by Manchester Public Schools.   

The Manchester School District will inform and update the public (including parents, students, and other in the community) about the implementation of the Local Wellness Policy via the website and presentations to the Board of Education.   

The Superintendent or Assistant Superintendent will ensure that each school complies with the  Local Wellness Policy.   

I. Nutrition Education and Promotion   

A. Instruction Program Design  The Health curriculum and Family and Consumer Sciences curriculum, emphasizing  nutritional knowledge and healthy habits, will be continually revised and updated to comply with state standards and mandates and ensure that instructional strategies reflect current best practice, and integrated within the sequential, comprehensive interdisciplinary program taught at every grade level, pre-kindergarten through twelfth grade. The nutrition education program will focus on students’ eating behaviors and be based on theories and methods proven to be effective by published research and be consistent with state’s/district’s health education standards/guidelines/framework.       

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B. Staff Qualifications and Professional Development for Teachers  Staff responsible for nutrition education will be adequately prepared (K-5) and certified  (6-12) to implement through best practice and through participation in professional development activities.     

C. Educational Reinforcement  Schools will collaborate with town agencies as appropriate to send a consistent message  to the community about nutrition education.   

D. Staff as Role Model  School staff is encouraged to model the components of the nutrition education  curriculum.   

E. Coordination of Programs  The food service program will be closely coordinated with nutrition instruction.       

II. Daily Physical Education   

A. Physical Education classes and physical activity opportunities will be available for all students throughout the school year.   

The district will incrementally adjust the physical education opportunities for students to meet the optimum level of instruction (150 minutes weekly for elementary, 225 minutes weekly for secondary) as recommended by the National Association of  Sports and Physical Education (NASPE) ensure that elementary school students have access to not less than 40 minutes of Physical Education once in every three day rotation. The 9-5-2-1-0 (9 hours of sleep, 5 servings of fruits and vegetables, 2 hours or less of screen time per day, 1 hour of physical activity, and 0 sugary drinks) initiative shall be utilized pre-K through grade 12.   

1. Students in grades four, six, eight and ten will participate in the Connecticut  Physical Fitness Assessment.  2. All physical education classes will be sequential and aligned with the Connecticut Physical Education Framework, competency through application of knowledge, skill, and practice.  3. All physical education classes will be taught by a certified physical education instructor.  4. Student involvement in other activities involving physical activity will not be substituted for meeting the physical education requirement.       

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  B. Wellness Breaks 

 

 

 

 

 

 

 

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The district will provide 20 minutes of daily recess in elementary schools.   

C. Physical Activity Opportunities Before, During, and After School   

1. Schools are encouraged to offer extracurricular programs, such as physical  activity clubs or intramurals. When appropriate, schools will offer interscholastic sports programs (space availability).  2. After-school child-care and enrichment programs for elementary schools students will provide daily periods of moderate to vigorous physical activity for all participants (space availability).     

D. Physical Activity and Punishment  Teachers and other school and community personnel should not use physical activity (i.e.  running laps, pushups) or withhold opportunities for physical activity (physical education, recess) as punishment.   

E. Safe Routes to School  When appropriate, the district will work together with local public works, public safety  and/or police departments to make it safer and easier for students to walk and bike to school.   

F. Incorporating Physical Activity into the Classroom  Opportunities beyond the regular physical education class and recess should be  incorporated into the classroom as part of their learning or energizing breaks.   

III. Nutrition Standards for School Foods and Beverages   

A. Menu Choices linked with nutrition education curriculum  1. Promote fresh fruits and vegetables  2. Limit high fat choices.  3. Limit oil-fried foods.  4. Increase vegetarian choices.  5. Provide drink choices to include water, low-fat milk, flavored low-fat milk, skim milk and 100% juices in appropriate serving sizes.   

B. Foods and beverages sold at school in the cafeteria, vending machines and school stores will comply with USDA federal and state regulations.   

C. School Food Services should recognize and reasonably accommodate individual  students’ dietary concerns related to religious practices.   

D. With appropriate medical documentation, modified meals will be prepared for students with food allergies or other special dietary needs.   

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E. Nutrition Practices in Classrooms  1. Beverage consumption in the classroom should be limited to water, 100% juice and milk.  2. Parents are encouraged to provide healthy snacks and beverages in appropriate portion sizes.  3. Food or snacks should not be used as either an incentive or a reward for good behavior or academic performance.  4. School personnel will not withhold student access to snacks as punishment.  5. Health party menus should be used.  6. Classroom birthday celebrations will be food and snack free.  7. Food may be used to commemorate a cultural event or activity, or support a curriculum related project with the approval of the principal and in accordance with Health Department protocols.     

F. Fund Raising Activities  Non-food promotion activities are encouraged to follow District Nutritional Standards.   

G. Faculty Information  1. Nutrition information should be available to staff members through a variety of  sources such as newsletters, professional development training, websites, publications, curriculum, which includes but is not limited to:  a. Alternative birthday/holiday celebrations  b. Activities to increase physical activity in the classroom and at desks c. Health snacks  d. Alternative non-food reward options  e. Alternates to withholding recess as a consequence for student actions.  2. Faculty should be positive role models as we promote healthy nutrition and physical activity.   

H. Cafeteria   

The cafeteria is a place where students should have:  1. Adequate space to eat in clean, pleasant surroundings,  2. Adequate time to eat meals (The School Nutrition Association recommends at least  20 minutes for lunch from the time students are seated with their food.)  3. Access to hand washing or hand sanitizing facilities before meals  4. Point of Sale – The Point of Sale system provides confidentiality to all students regarding meal benefits.  5. Summer Food Service Program – Summer Food Service Program will be offered at eligible district sites.       

IV. Measurement and Evaluation  A. The superintendent or designee will ensure compliance with established district-wide  nutrition and physical activity wellness policies. 

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B. The policy will be modified based on legislation and district needs.   

C. The Wellness Committee will assess all nutrition education curricula and materials for accuracy, completeness, balance, and consistency with the state’s/district’s educational goals and standards.   

D. The Manchester Public School District uses a comprehensive Coordinated School Health (CSH) approach to promote wellness for students, staff and the community. Data collected From the Coordinated School Health initiative will be used to evaluate progress. The results shall be made available to the public.    Adopted: May 22, 2006  Revised: February 27, 2012  Revised: November 13, 2013